Investigating Best Practices in Middle School Mathematics Achievement in High-Poverty Schools

Mathematics achievement remains a persistent concern in the United States, particularly at the middle school level in high-poverty school districts. Only 30.5% of Grade 8 students achieved proficiency on the 2024-2025 PSSA mathematics assessments, with rates in high-poverty districts falling significantly lower. This action research study examined which instructional structures, scheduling practices, and intervention models most effectively improved Grade 8 PSSA mathematics performance. Using an explanatory sequential mixed-methods design, the researcher first examined pre- and post-intervention data from his own district. Quantitative data were collected through surveys completed by 21 principals from high-poverty districts (50% or more economically disadvantaged students). Qualitative data consisted of semi-structured interviews with three principals from high-performing high-poverty schools. Key findings indicated that double-dose mathematics instruction was the most strongly associated with improved outcomes, with participating schools averaging a 35.8% proficiency rate. This was 8.8 percentage points higher than both the high-poverty sample average and the statewide average of 30.5%. Schools providing more than 300 minutes of weekly mathematics instruction also demonstrated strong performance. Ability grouping and explicit PSSA instruction for high-achieving students were positively associated with high proficiency rates, particularly when combined with double-dose instruction. Intervention services alone did not guarantee higher proficiency; however, programs delivering more than 200 minutes per week were associated with improved outcomes. Data from the qualitative interviews emphasized data-driven flexible grouping, dedicated intervention planning time, and strategic staffing. Recommendations focus on prioritizing high-impact practices while considering fiscal implications in resource-limited environments.